A Systems ‘Analysis of Latine Education in Massachusetts
A Call for Critical Intercultural Integration
Bibliographic Data
| ID | 9953104 |
|---|---|
| Authors | Melissa Colón (0000-0002-1633-668X, Bunker Hill Community College, Gastón Institute University of Massachusetts Boston Massachusetts USA, corresponding author), Carmen N Veloria (Suffolk University Boston Massachusetts USA), Cinzia Pica‐Smith (Assumption University Worcester Massachusetts USA), Rina Manuela Contini (University of Chieti‐Pescara Chieti, Pescara Italy) |
| Year | 2022 |
| Volume | 63 |
| Issue | 1 |
| Publication date | 2022-12-20 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Migration (JOURNAL) |
| Journal identifiers | ISSN: 0020-7985 • E-ISSN: 1468-2435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/imig.13099 |
| OpenAlex | W4313466147 |
| Language | EN |
| References cited | 28 |
Despite attending schools in a state internationally recognized for innovation, research and education, Latine students in Massachusetts, USA continue to disproportionately experience discrimination, economic segregation, health disparities and racial inequities that have shaped their schooling experiences and outcomes across the educational pipeline (Colón, “We are beautiful people”: The schooling experiences of Puerto Rican school‐aged mothers [PhD Thesis]. Tufts University, 2019). Grounded in critical analysis of intercultural education towards social justice (Pica‐Smith et al., Social justice education in European multi‐ethnic schools. Addressing the goals of intercultural education . Routledge Taylor & Francis Group, London, 2019), this paper critically examines publicly available data to highlight barriers, opportunities and the need for educational researchers, policymakers and administrators to collectively reimagine an educational project that attends to the needs of this population. In the context of the unyielding disparate impact of COVID‐19, we argue that more ever, this reimagination needs to be grounded in the dynamic conception of culture (Levitt et al., International Migration Review , 38, 1002, 2004), intercultural perspectives on education that are based on critical notions of intergroup contact, dialogue and exchange (Allport, Forms and techniques of altruistic and spiritual growth: a symposium , 1954, 367; Council of Europe, White paper on intercultural dialogue. Living together as equals in dignity , Strasburgo, 2008) and multidimensional notion of belonging at the micro and macro levels for a more just education writ large
Context (archaeology · Dignity · Erasmus · Pedagogy · Political science · Population · Public relations · Sociology · Critical Race Theory in Education · Gender Studies · Law · Migration, Refugees, and Integration · Racial and Ethnic Identity Research
Integrated Schooling, Life Course Outcomes, and Social Cohesion in Multiethnic Democratic Societies
Case study methods.
Cultural Explanations for Racial and Ethnic Stratification in Academic Achievement
Ghetto Schooling
Interculturalism in Cities
Multiculturalism and Interculturalism
A Multi-scale Approach to Interculturalism
Good intentions are not enough
Negotiating political identities
Lights and shadows of multiculturalism
The Effect of Mentoring on School Attendance and Academic Outcomes
Conceptualizing Simultaneity
Intercultural education in Europe
We Took ’Em On”
The measurement of racial and ethnic identity
Using thematic analysis in psychology
Qualitative inquiry and research design
Compulsory
An Organizing Framework for Collective Identity
Inheriting the City
The Sociology of Discrimination
New Approaches to Understanding Racial Prejudice and Discrimination
| Highly cited | No |
|---|